Setting up your ePortfolio
ORAL ROBERTS UNIVERSITY
BEHAVIORAL SCIENCES
DEPARTMENT
ePortfolio Handbook
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Welcome
The Behavioral Sciences Department faculty have a sincere desire to help you succeed in your education, profession and life. The Behavioral Sciences ePortfolio is a wonderful tool we will use to help you assess your progress in pursuit of a Psychology or Social Work Education. In the words of the Apostle Paul, we seek to “provoke one another to love and to good works.”
The following handbook is designed to simplify and clarify the requirements of your Behavioral Science ePortfolio. Within each major, it is arranged in a step-by-step order, beginning with the entry level requirements through the intermediate to the professional level.
Your completed Behavioral Sciences ePortfolio will serve as proof that you have met the departmental student outcomes as listed under the Behavioral Sciences Mission Statement included in this document. It will also assist you in developing an on-line competitive and professional portfolio relative to your discipline.
Your Behavioral Sciences Department Chairman
ORAL ROBERTS UNIVERSITY
BEHAVIORAL SCIENCES
DEPARTMENT
ePortfolio Handbook Table of Contents
Section A Welcome
Section B Quick View (Behavioral Sciences ePortfolio Table of Contents)
Section C ORU and Behavioral Sciences Department Mission Statements
Behavioral Sciences Department Outcomes and Competencies
Section D Help Desk
Setting Up Your Behavioral Sciences ePortfolio
Using Your Behavioral Sciences ePortfolio
Help and Other Resources
Section E E-Portfolio Artifacts for Psychology Majors
E-Portfolio Artifacts for Social Work Majors
Section E Detailed Artifact Descriptions
Psychology Program
Introduction to Psychology Grade
Psychology of Learning Term Paper
Physiological Psychology Term Paper
History and Systems Presentation
Research Proposal
Senior Research Paper
Social Work Program
Global Social Work Pretest
Social Work Article Critique
Social Welfare Policy PowerPoint Presentation
Social Welfare Policy Analysis Paper
Social Work I Case Assessment
Social Work II Psychosocial Evaluation
Social Work II SOAP Progress Notes
Social Work II Process Recording
Social Work II Case Summary
Social Work III Group Proposal
Social Work III Group Project
Social Work Research Proposal
Social Work Senior Research Paper
Senior Practicum Agency Report
Social Work IV Community Analysis
Grant Proposal
Global Social Work Posttest
Section F Rubrics
Section G Frequently Asked Questions
ORU’s Mission Statement
Oral Roberts University was founded as a result of the evangelist Oral Roberts’ obeying God’s
mandate to build a university on God’s authority and the Holy Spirit. God’s commission to Oral Roberts was to “Raise up your students to hear My voice, to go where My light is dim, where My voice is heard small, and My healing power is not known, even to the uttermost bounds of
the earth. Their work will exceed yours, and in this I am well pleased.” Oral Roberts University is a charismatic university, founded in the fires of evangelism and upon the unchanging precepts of the Bible. The Board of Regents and the president and chief executive officer are dedicated to upholding the University’s founding purpose.
ORU’s Statement of Purpose
It is the purpose of Oral Roberts University, in its commitment to the historic Christian faith, to assist students in a quest for knowledge of and relationship to God, mankind, and the universe. Dedicated to the realization of Truth and the achievement of one’s potential life capacity, the University seeks to educate the whole person in spirit, mind, and body, thereby preparing its graduates to be spiritually alive, intellectually alert, physically disciplined, and socially adept.
To accomplish this purpose, Oral Roberts University seeks to synthesize, by means of interdisciplinary cross-pollination, the best traditions in liberal arts, professional, and graduate education with a charismatic concern to enable students to go into every person’s world with healing for the totality of human need.
Behavioral Sciences Department’s Mission Statement
The Behavioral Sciences Department is committed to equip students to be knowledgeable as defined by the three professions of Psychology, Sociology, and Social Work while providing a strong Christian framework with which to evaluate theories, techniques, and beliefs. This allows the department to graduate students who are academically informed, yet biblically sound.
Behavioral Sciences Department Outcomes and Competencies
Objectives of the Psychology Program are to prepare students to:
1. Use critical thinking skills within the context of the discipline of psychology.
2. Develop cultural competence within the values and ethics of Psychology which reflect an understanding of and respect for the positive value of human diversity.
3. Understand the history of Psychology, along with current structures and issues, and how practitioners in this field seek to help people.
4. Apply knowledge of bio-psycho-social-spiritual variables that affect individual development and behavior, and use theoretical frameworks to understand the interactions among and between individuals.
5. Analyze the impact of mental health issues on understanding the origins and outcomes of individual, interpersonal, and systemic behavior.
6. Evaluate and use research findings to enhance awareness of psychology, its issues, and its multiple paradigms.
7. Develop and use both verbal and written communication skills to strengthen the knowledge base and make contributions to the field.
8. Understand the importance of the use of supervision and consultation to the field of Psychology.
9. Learn about functioning within the structure of organizations and service delivery systems to meet professional, organizational, ethical, and legal requirements of the field of Psychology.
10. Apply information technology to promote communication and facilitate the goals of Psychology.
11. Integrate Christian faith systems with the values of Psychology to enhance the individual’s ability to impact the general psychological knowledge base as well as the overall field of Psychology.
Objectives of the Social Work Program are to prepare students to:
1. Use critical thinking skills within the context of professional social work practice.
2. Engage in the practice of social work that is culturally competent within the values and ethics of the profession which develops an understanding of and respect for the positive value of human diversity.
3. Demonstrate the professional use of self in social work practice.
4. Understand the various forms and mechanisms of oppression and discrimination and apply professional strategies and skills of change that advance social and economic justice.
5. Understand the history of the social work profession, along with current structures and issues, and how the profession seeks to help people.
6. Apply the knowledge and skills of generalist social work to practice in addressing systems of all sizes.
7. Apply knowledge of bio-psycho-social-spiritual variables that affect individual development and behavior, and use theoretical frameworks to understand the interactions among individuals and between individuals and social systems of all sizes.
8. Analyze the impact of social policies on various client systems, including workers and agencies.
9. Evaluate and use research studies and apply findings to practice; and, under supervision, evaluate one's own practice interventions and those of other relevant systems.
10. Develop and use both verbal and written communication skills with a variety of client populations and colleagues.
11. Make use of supervision appropriate to generalist practice.
12. Function within the structure of organizations and service delivery systems; and, under supervision, seek necessary organizational change.
13. Integrate the Christian faith with the values and practice of social work.
14. Apply information technology to promote communication and facilitate the goals of social work.
Setting up your Behavioral Sciences
ePortfolio
IMPORTANT NOTE: These instructions will help you set up an ePortfolio related to your Psychology or Social Work major the first time you access it. Once you have set up your Behavioral Sciences ePortfolio, you will not need to perform these actions again unless or until you begin a personal ePortfolio or a resume ePortfolio. To perform any other actions in your ePortfolio, see “Instructions for Students Using ePortfolio” on the next page of this handbook.
1. Go to .
2. Click on ACADEMICS.
3. Click on ePortfolio.
4. Click on ENTER ePortfolio.
5. Login with user id and password, and click in the box next to “Allow session to continue without timeout.”
6. Enter your Z-Number in the place for “Student/Employee Number.”
7. Enter the email address to which you are most likely to respond.
8. Click OK.
9. Find ePortfolio.
10. Click on the ENTER button adjacent to it.
11. Click on the PROFILE button at the top of the page.
12. Choose Behavioral Sciences.
13. Click on SAVE CHANGES.
14. Highlight (NEW PORTFOLIO NAME).
15. Type “Behavioral Sciences”
16. Click on CREATE.
17. Click on the TABLE OF CONTENTS button at the top of the page.
18. Go to the drop-down box that says, “Choose an existing Table of Contents.”
19. Choose Behavioral Sciences.
20. Click on CONTINUE.
21. Choose a theme for your ePortfolio (the last theme makes it possible to use html to design your own ePortfolio look and feel—for now, you should probably choose one of the others).
22. If you are not automatically sent to a new page showing your ePortfolio, click on CONTINUE at the bottom of the page.
23. Click on the PUBLISH button at the top of the page.
24. “Red X” out of the page that pops up (close the page by clicking the red X in the upper right-hand corner of the page).
25. Click on RETURN in the top left-hand corner of your remaining ePortfolio page.
CONGRATULATIONS! You have successfully set up your ePortfolio. To begin the process of uploading artifacts, see “Instructions for Students Using ePortfolio” on the next page of this handbook.
Instructions for Students Using ePortfolio
BEFORE YOU BEGIN: Make sure that all of the artifacts you wish to submit are saved in a place where you can access them (on the computer you are using, on a CD, on a jump drive, or on a diskette). The instructions below describe how to upload a Behavioral Sciences artifact.
When you upload artifacts, pay careful attention to where the artifact belongs. In other words, look at the “Behavioral Sciences Department ePortfolio Handbook” ( then click on “Department Resources” button) to determine the location in the Behavioral Sciences Table of Contents where the artifact should be placed.
Uploading an Artifact to your Artifact Library
1. Make certain your artifact is loaded somewhere on the computer.
2. Go to .
3. Click on ACADEMICS.
4. Click on ePortfolio.
5. Click on ENTER ePortfolio.
6. Login with user id and password, and click in the box next to “Allow session to continue without timeout.”
7. Find ePortfolio.
8. Click on the ENTER button adjacent to it.
9. Find your Behavioral Sciences portfolio.
10. Click on the EDIT button adjacent to it.
11. Click on the ARTIFACT LIBRARY button at the top of the page.
12. Click the ADD NEW ARTIFACT button at the top of the page.
13. Click the BROWSE button.
14. Choose the location where your artifact is stored.
15. Peruse the list until you find the desired (.doc) file.
16. Double-click on the item.
17. Click on the DEPOSIT FILE button.
18. In the TITLE box, type the name of the artifact or use the automatically generated file name.
19. Click on the TYPE drop-down box.
20. Choose OTHER. [Note: If your document is a web page, choose WEB PAGE (HTML). If it has been scanned and saved as a PDF file, choose ACROBAT DOCUMENT.]
21. Ignore the FOLDER drop-down box for now.
22. Click on the REGISTER button. (Your file should now show up under the “ARTIFACTS LIST” in the ARTIFACT LIBRARY.)
23. Click on the RETURN button at the top of the page.
Inserting an Artifact From Your Artifact Library Into Your ePortfolio
1. Find your Behavioral Sciences portfolio.
2. Next to this portfolio, click on the EDIT button.
3. Click on the appropriate item in the Table of Contents.
4. Find the appropriate subsection of the Table of Contents and click on EDIT. (It is ESSENTIAL that you place your artifact in the correct location; if you choose the wrong section or subsection, your professor will not be able to assess your artifact.)
5. Click on the drop-down box under the subsection heading.
6. Click on the title of the artifact you are uploading.
7. Once your artifact appears with a check mark next to it, click on the PUBLISH button at the top of the page. (Note: If you do not publish your portfolio, it will not save your changes.)
8. “Red X” out of the page that pops up (close the page by clicking the red X in the upper right-hand corner of the page).
9. Click on the RETURN button at the top of your remaining ePortfolio page.
Sending Your Work to be Assessed
1. Find your Behavioral Sciences portfolio again. (This is the portfolio you were just working with when you uploaded your artifact in the set of steps above.)
2. Next to this portfolio, click on the ASSESS button. (Note: If the ASSESS button does not appear, then click on PUBLISH, “Red X” out of the new page that pops up, and the ASSESS button will appear. If you still do not see it, click on the green REFRESH button at the very top toolbar of your screen.)
3. You should see a split screen. Under STEP 1, look at your ePortfolio to double check that all documents are readable and in the correct locations. This is exactly what your professor will see.
4. Under STEP 2, click on the SUBMIT PORTFOLIO button.
5. Complete the DEMOGRAPHIC SURVEY. (This survey will only appear once a semester.)
6. When you get to the screen that says “SELECT SECTION,” find the appropriate item in the first level of the Table of Contents.
7. Find the appropriate subsection heading to which you attached your artifact. Click the box next to it. (If you do not know which section and subsection to choose, refer to the “Behavioral Sciences Department ePortfolio Handbook.” It is ESSENTIAL that you choose the correct location; if you choose the wrong section or subsection, your professor will not be able to assess your artifact.)
8. Click OK.
9. Choose the correct RUBRIC from the drop-down menu. There will sometimes be more than one choice, so look at the entire list before choosing one. Choose the name of the designated ASSESSOR for your artifact.
10. Click the SUBMIT FOR ASSESSMENT button at the bottom of the page.
11. Click on RETURN TO ePortfolio if you have more artifacts to upload. When you have finished, you can exit by clicking on the faint green LOG OUT link at the top of the page.
CONGRATULATIONS! You have successfully uploaded and submitted an ePortfolio artifact for evaluation. If you have further questions about the steps of this process, visit the ePortfolio website at , “Academics,” “ePortfolio,” “Instructions.”
ADDITIONAL HELP
PRW: Portfolio Resource Website. You’ll frequently see instructions encouraging you to refer to the “portfolio resource website” (PRW). This website can be found only when you are logged into your ePortfolio account and specifically in the edit mode. While in the edit mode, you can scroll down to the bottom of the screen and click on the ORU mascot, known as Eli. This link will then take you directly to the Portfolio Resource Website (PRW) where you can obtain the templates if needed to complete specific assignments. Rubrics will also be available as guides to help you in completing specified artifacts. These rubrics are a duplicate of what the faculty member will use to assess the artifact. You can also refer to the section in this handbook called “Frequently Asked Questions” on pages G1-9.
Your APA, Academic Peer Advisor
Computer Lab #1 Assistants, GC 2A01
Behavioral Sciences Department Chair:
Randall D. Feller, Ph. D.
GC 2C31
918/495-6544
rfeller@oru.edu
E-Portfolio Artifacts for Psychology Majors
|Level |Outcome |PSYCH outcomes artifact |Course |Rubric |
| |2. Cultural Competence & Values |PSY 201 course passed with C or |PSY 201 |Exam Grade Rubric |
|Entry |4. Bio-psycho-social-spiritual framework |better | | |
| |5. Individual, Interpersonal, and | | | |
| |Systemic Behavior | | | |
| |9. Ethical & Legal Issues | | | |
|Intermediate |1. Critical Thinking |Behavioral Change Paper |PSY 322 |Psychology of Learning Term |
| |2. Cultural Competence & Values | | |Paper Rubric |
| |4. Bio-psycho-social-spiritual Framework | | | |
| |5. Individual, Interpersonal and | | | |
| |Systemic Behavior | | | |
| |6. Evaluate and use Research Findings | | | |
| |7. Written and Verbal Communication | | | |
| |Skills | | | |
| |2. Cultural Competence & Values |History and Systems Presentation |PSY 354 |History & Systems |
| |3. History of Psychology /Current | | |Presentation Rubric |
| |Structures & Issues | | | |
| |6. Evaluate and use Research Findings | | | |
| |7. Written and Verbal Communication | | | |
| |Skills | | | |
| |9. Ethical & Legal Issues | | | |
| |10. Information Technology | | | |
| |11. Integration of Faith | | | |
| |1. Critical Thinking |Physiological Psychology Paper |PSY305 |Physiological Psychology Term|
| |4. Bio-psycho-social-spiritual Framework | | |Paper Rubric |
| |5. Individual, Interpersonal and | | | |
| |Systemic Behavior | | | |
| |6. Evaluate and use Research Findings | | | |
| |7. Written and Verbal Communication Skills | | | |
| |1. Critical Thinking |Experimental Psychology Research |PSY 401 |Research Proposal Rubric |
| |6. Evaluate and use Research Findings |Proposal | | |
| |7. Written and Verbal Communication Skills | | | |
| |10. Information Technology | | | |
|Capstone |1. Critical Thinking |Senior Research Paper |PSY 499 |Senior Paper Rubric |
| |6. Evaluate and use Research Findings | | | |
| |7. Written and Verbal Communication Skills | | | |
| |8. Supervision & Consultation | | | |
| |10. Information Technology | | | |
E-Portfolio Artifacts for Social Work Majors
|Level |Outcome |SWK outcomes artifact |Course |Rubric |
| |4. Social & Economic Justice |Global SWK Pretest |SWK 202 |Exam Grade Rubric |
|Entry |5. History of Social Work /Current | | | |
| |Structures & Issues | | | |
| |7. Bio-psycho-social-spiritual Framework | | | |
| |8. Impact of Social Policies | | | |
|Intermediate |1. Critical Thinking |SWK Article Critique |SWK 309 |SWK Written Assignment Rubric|
| |7. Bio-psycho-social-spiritual Framework | | | |
| |9. Evaluate and use Research Findings | | | |
| |10. Written and Verbal Communication Skills | | | |
| |13. Integration of Faith | | | |
| |6. Apply SWK knowledge & skills to systems |SWK Policy PowerPoint |SWK 303 |SWK Presentation Rubric |
| |8. Impact of Social Policies |Presentation | | |
| |10. Written and Verbal Communication Skills | | | |
| |12. Structure of organizations and delivery | | | |
| |systems & organizational change | | | |
| |14. Information Technology | | | |
| |1. Critical Thinking |SWK Policy Analysis Paper |SWK 303 |SWK Written Assignment Rubric|
| |2. Cultural competence & respect for diversity | | | |
| |4. Social & Economic Justice | | | |
| |5. History of Social Work /Current | | | |
| |Structures & Issues | | | |
| |6. Apply SWK knowledge & skills to systems | | | |
| |7. Bio-psycho-social-spiritual Framework | | | |
| |8. Impact of Social Policies | | | |
| |9. Evaluate and use Research Findings | | | |
| |10. Written and Verbal Communication | | | |
| |14. Information Technology | | | |
| |1. Critical Thinking |SWK Practice I Case Assessment |SWK 331 |SWK Written Assignment Rubric|
| |6. Apply SWK knowledge & skills to systems | | | |
| |10. Written and Verbal Communication Skills | | | |
| |12. Structure of organizations and delivery | | | |
| |systems & organizational change | | | |
| |1. Critical Thinking |SWK Practice II Psychosocial |SWK 332 |SWK Written Assignment Rubric|
| |2. Cultural competence & respect for diversity |Evaluation | | |
| |3. Professional Use of Self | | | |
| |6. Apply SWK knowledge & skills to systems | | | |
| |7. Bio-psycho-social-spiritual Framework | | | |
| |10. Written and Verbal Communication Skills | | | |
| |11. Supervision & Consultation | | | |
| |12. Structure of organizations and delivery | | | |
| |systems & organizational change | | | |
| |1. Critical Thinking |SWK Practice II SOAP Progress |SWK 332 |SWK Written Assignment Rubric|
| |2. Cultural competence & respect for diversity |Notes | | |
| |3. Professional Use of Self | | | |
| |6. Apply SWK knowledge & skills to systems | | | |
| |7. Bio-psycho-social-spiritual Framework | | | |
| |10. Written and Verbal Communication Skills | | | |
| |11. Supervision & Consultation | | | |
| |12. Structure of organizations and delivery | | | |
| |systems & organizational change | | | |
| | | | | |
| | | | | |
| | | | | |
| |1. Critical Thinking |SWK Practice II Process |SWK 332 |SWK Written Assignment Rubric|
| |2. Cultural competence & respect for diversity |Recording | | |
| |3. Professional Use of Self | | | |
| |6. Apply SWK knowledge & skills to systems | | | |
| |7. Bio-psycho-social-spiritual Framework | | | |
| |10. Written and Verbal Communication Skills | | | |
| |11. Supervision & Consultation | | | |
| |12. Structure of organizations and delivery | | | |
| |systems & organizational change | | | |
| |1. Critical Thinking |SWK Practice II Case Summary |SWK 332 |SWK Written Assignment Rubric|
| |2. Cultural competence & respect for diversity | | | |
| |3. Professional Use of Self | | | |
| |6. Apply SWK knowledge & skills to systems | | | |
| |7. Bio-psycho-social-spiritual Framework | | | |
| |10. Written and Verbal Communication Skills | | | |
| |11. Supervision & Consultation | | | |
| |12. Structure of organizations and delivery | | | |
| |systems & organizational change | | | |
| |1. Critical Thinking |SWK Practice III Group Proposal |SWK 333 |SWK Written Assignment Rubric|
| |3. Professional Use of Self | | | |
| |6. Apply SWK knowledge & skills to systems | | | |
| |7. Bio-psycho-social-spiritual Framework | | | |
| |10. Written and Verbal Communication Skills | | | |
| |12. Structure of organizations and delivery | | | |
| |systems & organizational change | | | |
| |1. Critical Thinking |SWK Practice III Group Project |SWK 333 |SWK Written Assignment Rubric|
| |2. Cultural competence & respect for diversity | | | |
| |3. Professional Use of Self | | | |
| |6. Apply SWK knowledge & skills to systems | | | |
| |7. Bio-psycho-social-spiritual Framework | | | |
| |10. Written and Verbal Communication Skills | | | |
| |11. Supervision & Consultation | | | |
| |12. Structure of organizations and delivery | | | |
| |systems & organizational change | | | |
|Capstone |1. Critical Thinking |SWK Research Proposal |SWK 302 |SWK Written Assignment Rubric|
| |2. Cultural competence & respect for diversity | | | |
| |5. History of Social Work /Current | | | |
| |Structures & Issues | | | |
| |6. Apply SWK knowledge & skills to systems | | | |
| |7. Bio-psycho-social-spiritual Framework | | | |
| |8. Impact of Social Policies | | | |
| |9. Evaluate and use Research Findings | | | |
| | | | | |
| |10. Written and Verbal Communication Skills | | | |
| |12. Structure of organizations and delivery | | | |
| |systems & organizational change | | | |
| |1. Critical Thinking |SWK Senior Research Paper |SWK 499 |SWK Written Assignment Rubric|
| |2. Cultural competence & respect for diversity | | | |
| |5. History of Social Work /Current | | | |
| |Structures & Issues | | | |
| |6. Apply SWK knowledge & skills to systems | | | |
| |7. Bio-psycho-social-spiritual Framework | | | |
| |8. Impact of Social Policies | | | |
| |9. Evaluate and use Research Findings | | | |
| | | | | |
| |10. Written and Verbal Communication Skills | | | |
| |12. Structure of organizations and delivery | | | |
| |systems & organizational change | | | |
| |13. Integration of Faith | | | |
| |1. Critical Thinking |Senior Practicum Agency Report |SWK 443/444 |SWK Written Assignment Rubric|
| |5. History of Social Work /Current | | | |
| |Structures & Issues | | | |
| |6. Apply SWK knowledge & skills to systems | | | |
| |8. Impact of Social Policies | | | |
| |10. Written and Verbal Communication Skills | | | |
| |12. Structure of organizations and delivery | | | |
| |systems & organizational change | | | |
| |1. Critical Thinking |SWK Practice IV Community |SWK 404 |SWK Written Assignment Rubric|
| |3. Professional Use of Self |Analysis | | |
| |4. Social & Economic Justice | | | |
| |5. History of Social Work /Current | | | |
| |Structures & Issues | | | |
| |6. Apply SWK knowledge & skills to systems | | | |
| |7. Bio-psycho-social-spiritual Framework | | | |
| |8. Impact of Social Policies | | | |
| |9. Evaluate and use Research Findings | | | |
| |10. Written and Verbal Communication Skills | | | |
| |12. Structure of organizations and delivery | | | |
| |systems & organizational change | | | |
| |1. Critical Thinking |Grant Proposal |SWK 405 |SWK Written Assignment Rubric|
| |3. Professional Use of Self | | | |
| |4. Social & Economic Justice | | | |
| |5. History of Social Work /Current | | | |
| |Structures & Issues | | | |
| |6. Apply SWK knowledge & skills to systems | | | |
| |7. Bio-psycho-social-spiritual Framework | | | |
| |9. Evaluate and use Research Findings | | | |
| |10. Written and Verbal Communication Skills | | | |
| |12. Structure of organizations and delivery | | | |
| |systems & organizational change | | | |
| |4. Social & Economic Justice |Global SWK Posttest |SWK 405 |Exam Grade Rubric |
| |5. History of Social Work /Current | | | |
| |Structures & Issues | | | |
| |6. Apply SWK knowledge & skills to systems | | | |
| |7. Bio-psycho-social-spiritual Framework | | | |
| |8. Impact of Social Policies | | | |
| |9. Evaluate and use Research Findings | | | |
Detailed Artifact Descriptions
Psychology Program
Introduction to Psychology Grade
All students must complete this course with a minimum grade of C or better.
Psychology of Learning Term Paper
The student is to choose a personal behavior they want to either begin or stop. Using one or more of the learning theories described in class, each student is to create and implement a treatment plan. Then a paper should be written according to the following guidelines which summarize the behavioral experiment and its outcome:
1. Section I—a description of the behavior the student wants to stop or start and the goals they are establishing regarding this behavior. Also, a description of the strategy/treatment plan that they are going to implement. This description should include an explanation of why they have chosen the particular learning theories and how they anticipate applying them to their situation.
2. Section II—a report on the results. After completing section I, each student is to implement the treatment plan for a minimum of three weeks, after which they will report on the results in terms of whether goals were met, what adjustments need to be made, and what was learned from the process.
3. This paper should follow APA format and cite a minimum of five sources.
Physiological Psychology Term Paper
In an eight-to-ten page written paper the student should describe the physiology of a specific mental disorder. This involves choosing a diagnosable disorder from the DSM- IV and describing its physiology according to the following categories and format:
1. Symptomatology--what symptoms characterize this particular disorder?
2. Physiology--what physiological changes are associated with this disorder?
3. Treatment--how do the various treatment approaches seek to affect the person physiologically?
4. This paper should be written according to APA format and must cite a minimum of five sources.
History and Systems Presentation
Each student will be required to take part in a group presentation during the second half of the course. Each presentation will cover an important school of psychology, selected from the following list: Freudian, Adlerian, Classical behaviorism, Neo-behaviorism, Person-centered/humanistic, Existential. Each group should have about 5 members, depending on the final enrollment of the course. Your presentation will be allotted an entire 75-minute class period. It should cover the following three major areas:
1. Basic ideas of the theory. Explain what proponents of this school of thought believe about human behavior—what shapes it, what causes problems, how people change.
2. Application and contributions of the theory. How is this theory used in therapy or other settings? How has the theory contributed to the field of psychology—in understanding human behavior and/or in helping people?
3. Integration of the theory with the principles of Christianity. How are the basic views of your theory consistent or inconsistent with the basic principles of Christianity? (Hint: Some theories are consistent in some ways and inconsistent in others, some may be consistent or inconsistent depending on how they are used.) Do NOT offer biblical proof texts; rather, look at the theory’s consistency with “big” themes such as creation, grace, redemption, sin, healing, etc.
Research Proposal
Each student should submit a two-to-four page typed paper that presents the topic and why it was chosen; how the student became interested in it, what the challenge is (for the student and other researchers), etc. Some of the research questions can start forming at this point; be sure to include plans for expansion or narrowing of this topic.
Senior Research Paper
As a capstone to the major experience, the student is required to hand in the following assignments
1. Proposal--A two-to-four page typed paper that presents the topic and why it was chosen; how the student became interested in it, what the challenge is (for the student and other researchers), etc. Some of the research questions can start forming at this point; be sure to include plans for expansion or narrowing of this topic.
2. Annotated Bibliography
3. A minimum of 15 references listed and typed in accordance with appropriate standards.
a. The source report is an annotated bibliography of all the sources located by that time, which might bear upon this topic. Give these in standard APA form. After each should be a short paragraph describing how helpful a reference this particular one may be; where it is intended to be made use of in the paper (chapter(s), or where in the paper outline), and a brief description of what this source covers.
b. This portion should be on regular size paper, one side only, double spacing everything. Indent the annotation paragraphs 5 spaces from your left margin.
4. Outline--This typed outline includes all major divisions within the paper. It is expected that each
a. student is able to write a complete senior paper based on this outline (four page minimum).
5. First Draft
a. The first draft is worth 400 of the total 1,000 points of your final grade. It is obviously not a "rough draft."
b. The first draft is evaluated with respect to the criteria listed in subsequent materials and hand-outs.
6. Final Draft
a. The final, polished draft is worth 400 of the total 1,000 points of the final grade. Students should not forget the spiral bound copy, also.
b. Once handed in, the final draft becomes the permanent property of the Department of Behavioral Sciences.
Social Work Program
Global Social Work Pretest
All students must complete this pretest with the results being entered into ePortfolio by their instructor.
Social Work Article Critique
Journal Article Critiques (approx. 10 pgs.)
1. One article is selected from a list of options from the Annual Editions text.
2. The students use an APA formatted reference entry as the title for their paper.
3. The paper is a comprehensive critique of significant points presented in the article, the critique shall be supported by professional knowledge (e.g. citations from the HBSE text or other professional sources) and not the merely the student’s opinion and/or emotional reaction.
4. The critique will conclude with a discussion of the topic from a Christian World View.
Social Welfare Policy PowerPoint Presentation
The student is to create a PowerPoint Presentation corresponding with the Policy Analysis paper (group project) listed below.
Social Welfare Policy Analysis Paper
Policy Analysis paper (group project)--The class divides into groups to research and write a paper (8 to 10 typed pages) on a specific social problem chosen from a list presented in class or negotiated with the professor. The paper covers items on the outline presented in class handout: problem analysis, social work values, causal factors, service delivery analysis, and recommendations. The paper deals with the issue from both local and national perspectives.
Social Work I Case Assessment
Case Assessment Paper—each student (1) plays the role of a simulated client and (2) plays the role of a social worker assigned to work with the simulated client. The worker meets with the client a sufficient number of times to write a case assessment paper (including client strengths) according to the assessment format provided in class. The paper is 6-8 typewritten pages.
Social Work II Psychosocial Evaluation
1. Psychosocial Assessment – includes the following:
2. Demographic Data – client's name, age, gender, and referral source.
3. Presenting Problem – the initial problem or issue expressed by the client and/or referral source, duration of the problem, and previous attempts made by the client to alleviate the problem/issue.
4. Background Information – relevant personal data, family constellation, support systems, relevant history, and current dynamics of the problem.
5. Cultural/Moral Beliefs – how strongly does the client identify with spiritual/moral beliefs and cultural heritage?
6. Recreation/Leisure – How does the client make use of free time; include hobbies, special talents and abilities, and other relevant data.
7. Career Goals – identify current status and include future educational and/or vocational goals.
8. Additional Information – any relevant information not covered in other categories, but which might be important to the problem definition.
9. Diagnostic Assessment – worker's conceptual definition of what seems to be going on, which may or may not agree with the client's presenting problem. Should include nature of the situation, relevant client strengths and/or weaknesses, and a tentative statement about appropriate (typical) intervention.
10. Contract – mutually developed plan, which identifies problem(s) to be worked on in the client-worker relationship. Is made as specific as possible, but may be revised throughout the process. Should include
a. Goals—desired experiences, outcomes, and/or changes mutually agreed upon. Should be realistic and measurable.
b. Intervention Plans—list of action steps (objectives) for achieving the stated goal(s). Requires careful consideration of goal(s), exploration of alternatives, identification of obstacles and resources, and clarification of roles and responsibilities of both client and worker.
c. Evaluation Plan--identification of subjective and/or objective methods to measure outcomes as they relate to goals and objectives.
Social Work II SOAP Progress Notes
Progress Notes—are documented for each session using the SOAP format, which will be discussed in class.
Social Work II Process Recording
As part of supervision, the student, as worker, produces a process recording representing 20 to 30 minutes of one session. The record would be as representatively verbatim as possible. With client knowledge and permission, this could be based on a tape of the session. Otherwise, the worker should reconstruct it from memory shortly after the session. The format uses a standard 4-column technique with columns for supervisor's comments, session content, worker's assessment, and worker's gut-level response. This is discussed further in class.
Social Work II Case Summary
Case Summary—The student presents an overview of the history of the case and includes the following:
1. a restatement of the presenting problem.
2. the diagnostic assessment as it has developed through the course of the case.
3. relevant background information development.
4. the contract as it has developed with any changes in goal(s) and objectives.
5. evaluation results.
6. recommendations and referrals.
Social Work III Group Proposal
Each student is teamed with another student for an out-of-class small group assignment. For this assignment the students develop a joint proposal for the small group they intend to develop and co-lead during the semester. The proposal discusses the following:
1. the rationale for the type of group proposed.
2. expected outcomes for the group as a whole and specific objectives for each session.
3. practical issues that relate to the demographics of the target population, member recruitment, setting,
and time frame.
4. procedural issues that relate to agendas for each session, ground rules, and instruments/techniques to be
used.
Social Work III Group Project
Group Project Evaluation—After the co-leaders' proposal is approved by the instructor, the co-leaders recruit members for the group, conduct a minimum of four sessions, keep progress notes, and evaluate the experience from an individual perspective. Note: for those students anticipating difficulty in completing the practical implementation of the “Group Project Evaluation” assignment, an alternative assignment is discussed. For the evaluation, each student discusses the following:
1. setting and time frame for each session.
2. relevant demographic information of group membership.
3. stages of group development experienced by the group with relevant characteristic descriptions.
4. conceptual dynamics, which include norm/goal development, influence/power, task/maintenance roles, decision-making/problem solving, communication, conflict-resolution, trust/cohesion, etc.
5. evaluation of the co-leaders' use of skills and a critique of self focusing on strengths and weaknesses as a leader.
6. the impact of diversity issues on the group's dynamics.
7. a general summary of the group experience, identifying strengths and weaknesses with appropriate recommendations, using an outcomes-based evaluation methodology.
Social Work Research Proposal
1. Research Problem Development—This is the first draft of the introduction section of the research proposal. The student introduces a specific problem in the field of social work. For this assignment, the student shall (a) clearly define, with a solid theoretical foundation, a social work problem relevant to his or her personal practice goals; (b) clearly state the purpose of the research; (c) discuss the rationale and/or significance of the research; (d) list research questions and/or hypotheses; (e) identify assumptions; and (f) conceptualize terms/variables.
2. Literature Review—This is the first draft of the literature review section of the research proposal. The student systematically describes the relationship of his or her problem to previous research and theory as found in professional sources. This section establishes a historical context, discusses significant systems, discusses diversity issues, and summarizes the important research findings that bear on the research problem. The student must submit 15 professional sources on the reference list.
3. Methodology—This is the first draft of the methodology section of the research proposal. The student (a) describes the proposed research design; (b) describes the target population demographics; (c) describes the proposed sampling technique; (d) describes data gathering methods and instruments; (e) discusses reliability and validity; (f) discusses proposed methods of data analysis; and (g) identify administration issues (e.g., permission needs, confidentiality, etc.).
4. Research Proposal—This is the final draft version of the social work research proposal combining all previous sections into a finished product. All sections of the proposal must conform to APA Manual format requirements.
Social Work Senior Research Paper
Written assignments associated with the capstone senior paper project
1. Annotated Reference List – A minimum of 25 potential sources are listed, with a brief description of each, and typed with appropriate APA reference format.
2. Problem Conceptualization – establishes a theoretical foundation for defining the issue, introduces relevant systems, lists research questions, and defines professional jargon terms.
3. Problem Analysis – presents a comprehensive historical context, discusses all significant systems in a comprehensive manner, discusses diversity issues relevant to the topic, and presents specific examples of current research results.
4. Service Delivery Analysis – comprehensively analyzes examples of specific agencies/programs that represent a cross-section of services being provided to address the issue.
5. Conclusions & Recommendations – summarizes key points from all previous sections, identifies what is currently successful in addressing the issue and where the gaps are, and presents concrete recommendations for improvements.
6. First Complete Draft – This is the first draft of an integrated senior paper that includes all of the following sections: Title page, Abstract, Table of Contents, Introduction, Problem Analysis, Service Delivery Analysis, Conclusions and Recommendations, References, and Appendices.
7. Complete Final Draft – The final draft must be soft-bound (not spiral bound) by a professional copy center. No erasable bond paper is allowed; a nice heavyweight paper must be used. At this time, the student turns in the final draft, the graded first draft, and an additional copy of the final draft to be graded and returned to the student. (Note--The final draft is the permanent property of the Social Work Program at ORU.)
Senior Practicum Agency Report
The student must submit the Practicum Supervisor Evaluation and the Agency Report as detailed in the course Syllabus. A brief example of the content is listed below. Evaluation of the Agency
1. In which program area did you intern?
Give a brief description of your job as you perceived it.
Comment on working environment.
2. How do you feel about your practicum? Is it what you expected?
3. Could your job be improved? How?
4. Describe supervision: Coworkers ________________________________
Program Director ________________________________
Volunteer/Intern ________________________________
Coordinator ________________________________
5. Do you have needs that aren't being met?
6. Describe your relationship with paid staff.
7. Are the intern meetings beneficial to you? Explain.
8. What could the agency improve on? What do you need help/or further education with?
9. What other training do you need?
10. Best experience during internship? Worst? Most worthwhile?
11. Describe the relationship between your program and the rest of the agency.
12. How did you progress in reaching your goals? State reasons.
13. Additional comments:
Social Work IV Community Analysis
Community Analysis—the class works in small groups (teams) to conduct a community analysis for a geographic area of Tulsa and develop recommendations concerning specific needs discovered. Utilizing a variety of information sources (including census data, economic information from the Chamber of Commerce, targeted interviews and/or focus groups), students conduct the analysis. The second aspect involves developing recommendations for addressing an area of need or concern discovered through the analysis: type of services needed, who should deliver them, and funding opportunities recommended for their implementation.
Grant Proposal
Develop a grant application addressing a specific program need identified by the agency/organization.
Global Social Work Posttest
All students must complete this posttest with the results being entered into ePortfolio by their instructor.
Rubrics
Exam Grade Rubric
| | | | | | |
|Criteria |Exemplary |competent |Acceptable |Unacceptable |Not attempted |
| | | | | | |
| |Demonstrates exceptional |Demonstrates above average|Demonstrates average |Demonstrates poor mastery |Demonstrates little to no |
|Subject Knowledge |mastery of theoretical and |mastery of theoretical and|mastery of theoretical and|of theoretical and applied|mastery of theoretical and|
| |applied knowledge. |applied knowledge. |applied knowledge. |knowledge. |applied knowledge. |
Psychology of Learning Term Paper Rubric
| | | | | | |
|Criteria |Exemplary |competent |Acceptable |Unacceptable |Not attempted |
| | | | | | |
|APA Format of References |Demonstrates evidence for |Demonstrates evidence for |Demonstrates evidence for |Demonstrates minimal |Demonstrates little or no |
| |mastery and full |mastery & understanding of|good basic understanding |evidence for understanding|evidence of format |
| |understanding of ALL |MOST format elements, with|of format, with several |of format; a few correct |requirements; few, if any |
| |format elements, with |a key element consistently|key elements consistently |format elements are |correct format elements |
| |minimal minor errors in |incorrect or several |incorrect and/or multiple |present, with numerous |are present, but most |
| |detail elements. |detail errors present. |detail errors present. |consistent errors. |likely accidental. |
| | | | | | |
| |At least 95% of the |At least 85% of the |At least 75% of the |At least 65% of the |Most or no sources are |
|Professional |sources are current and |sources are current and |sources are current and |sources are current and |cited or at least 50% of |
|Source Citation |professional, |professional, with minimal|professional. |professional. |the sources are |
| |nonprofessional sources |use of relevant outdated |Nonprofessional and/or |Nonprofessional and/or |nonprofessional and/or |
| |are merely supportive; old|and/or nonprofessional |outdated sources are |outdated sources are |outdated and not |
| |sources are classic. |material. |occasionally not |frequently depended on and|appropriate for use. |
| | | |appropriate for use. |not appropriate for use. | |
| | | | | | |
|Written Expression |Demonstrates evidence for |Demonstrates evidence for |Demonstrates basic mastery|Demonstrates minimal |Demonstrates little or no |
| |mastery and full |mastery and understanding |and basic understanding of|evidence of syntax, |understanding of basic |
| |understanding of syntax, |of syntax, sentence |syntax, sentence |sentence structure, |rules of syntax, sentence |
| |sentence structure, |structure, grammar, |structure, grammar, |grammar, punctuation & |structure, grammar, |
| |grammar, punctuation & |punctuation & spelling |punctuation & spelling |spelling rules. Numerous |punctuation & spelling |
| |spelling rules. |rules. With only minimal |rules. |errors consistently made. | |
| | |errors. |Occasional errors are | | |
| | | |evident and more subtle | | |
| | | |elements are consistently | | |
| | | |missed. | | |
| | | | | | |
| |Clear & accurate |Clear & accurate |The main idea(s) is(are) |The main idea(s) is(are) |The main idea(s) is(are) |
|Topic Clarity & Support |presentation of a |presentation of most |clear. Discussion is |somewhat clear. Discussion|not clear. Discussion is |
| |behavioral change |aspects of the behavioral |basic, with relevant |is somewhat superficial, |superficial. Little to no |
| |experiment. Discussion is |change experiment. |source support for the |with minimal source |source support provided. |
| |comprehensive and goes |Discussion is of good |majority of the proposal. |support that is often not | |
| |beyond the obvious or |quality, with minimal | |relevant. | |
| |predictable with relevant |source support that is not| | | |
| |detailed source support. |relevant or missing. | | | |
| | | | | | |
| |The entire paper is |Discussion of ideas is |The discussion has good, |The discussion is only |The information is |
|Organization & Thoughtfulness |presented in a logical |placed in a logical order,|basic subtopic |loosely organized, with |presented as a seemingly |
| |order, divided by |divided effectively by |organization, with a few |many ideas not in a |random collection of |
| |subtopics, that |subtopics, but is |ideas not in a logical or |logical or expected order.|statements, without a |
| |effectively follow a train|occasionally vague. |expected order. | |logical flow of ideas. |
| |of thought to conclusion | | | | |
| |and hold the reader’s | | | | |
| |understanding. | | | | |
Physiological Psychology Term Paper Rubric
| | | | | | |
|Criteria |Exemplary |competent |Acceptable |Unacceptable |Not attempted |
| | | | | | |
|APA Format |Demonstrates evidence for |Demonstrates evidence for |Demonstrates evidence for |Demonstrates minimal |Demonstrates little or no |
| |mastery and full |mastery & understanding of|good basic understanding |evidence for understanding|evidence of format |
| |understanding of ALL |MOST format elements, with|of format, with several |of format; a few correct |requirements; a few, if |
| |format elements, with |a key element consistently|key elements consistently |format elements are |any correct format |
| |minimal minor errors in |incorrect or several |incorrect and/or multiple |present, with numerous |elements are present, but |
| |detail elements. |detail errors present. |detail errors present. |consistent errors. |most likely accidental. |
| | | | | | |
| |At least 95% of the |At least 85% of the |At least 75% of the |At least 65% of the |Most or no sources are |
|Professional |sources are current and |sources are current and |sources are current and |sources are current and |cited or at least 50% of |
|Source Citation |professional, |professional, with minimal|professional. |professional. |the sources are |
| |nonprofessional sources |use of relevant outdated |Nonprofessional and/or |Nonprofessional and/or |nonprofessional and/or |
| |are merely supportive; old|and/or nonprofessional |outdated sources are |outdated sources are |outdated and not |
| |sources are classic. |material. |occasionally not |frequently depended on and|appropriate for use. |
| | | |appropriate for use. |not appropriate for use. | |
| | | | | | |
|Written Expression |Demonstrates evidence for |Demonstrates evidence for |Demonstrates basic mastery|Demonstrates minimal |Demonstrates little or no |
| |mastery and full |mastery and understanding |and basic understanding of|evidence of syntax, |understanding of basic |
| |understanding of syntax, |of syntax, sentence |syntax, sentence |sentence structure, |rules of syntax, sentence |
| |sentence structure, |structure, grammar, |structure, grammar, |grammar, punctuation & |structure, grammar, |
| |grammar, punctuation & |punctuation & spelling |punctuation & spelling |spelling rules. Numerous |punctuation & spelling |
| |spelling rules. |rules. With only minimal |rules. |errors consistently made. | |
| | |errors. |Occasional errors are | | |
| | | |evident and more subtle | | |
| | | |elements are consistently | | |
| | | |missed. | | |
| | | | | | |
| |Clear & accurate |Clear & accurate |The main idea(s) is(are) |The main idea(s) is(are) |The main idea(s) is(are) |
|Topic Clarity & Support |presentation of the |presentation of most |clear. Discussion is |somewhat clear. Discussion|not clear. Discussion is |
| |physiological aspects of a|aspects of the |basic, with relevant |is somewhat superficial, |superficial. Little to no |
| |psychological disorder. |psychological disorder. |source support for the |with minimal source |source support provided. |
| |Discussion is |Discussion is of good |majority of the paper. |support that is often not | |
| |comprehensive and goes |quality, with minimal | |relevant. | |
| |beyond the obvious or |source support that is not| | | |
| |predictable, with relevant|relevant or missing. | | | |
| |detailed source support. | | | | |
| | | | | | |
| |The entire paper is |Discussion of ideas is |The discussion has good, |The discussion is only |The information is |
|Organization & Thoughtfulness |presented in a logical |placed in a logical order,|basic subtopic |loosely organized, with |presented as a seemingly |
| |order, divided by |divided effectively by |organization, with a few |many ideas not in a |random collection of |
| |subtopics, that |subtopics, but is |ideas not in a logical or |logical or expected order.|statements, without a |
| |effectively follow a train|occasionally vague. |expected order. | |logical flow of ideas. |
| |of thought to conclusion | | | | |
| |and hold the reader’s | | | | |
| |understanding. | | | | |
History & Systems Presentation Rubric
| | | | | | |
|Criteria |Exemplary |Competent |Acceptable |Unacceptable |Not attempted |
|Topic Clarity and Support |Clear & accurate |Clear & accurate |The main ideas are clear. |The main ideas are |The main ideas are not |
| |presentation of the |presentation of most |Discussion is basic, with |somewhat clear. |clear. Discussion is |
| |psychological theory and|aspects of the theory and |relevant source support |Discussion is somewhat |superficial. Little to no|
| |its use. Discussion is |its use. Discussion is of|for the majority of the |superficial, with minimal |source support is |
| |comprehensive and goes |good quality, with minimal|presentation. |source support that is |provided. |
| |beyond the obvious or |source support that is not| |often not relevant. | |
| |predictable, with |relevant or missing. | | | |
| |relevant detailed source| | | | |
| |support. | | | | |
|Integration of Psychology and |Clear and coherent |Clear synthesis of most |Clear statement of most |Unclear statement of major|Little or no statement of |
|Faith |synthesis of the major |major principles of the |major principles of the |principles and/or little |major principles, with |
| |principles of the theory|theory and Christianity, |theory and its |support or synthesis. |virtually no support or |
| |and Christianity, with |with good biblical and |relationship to | |synthesis. |
| |sound biblical and |theological support. |Christianity, fairly well | | |
| |theological support, | |supported, with little | | |
| |demonstrated in both the| |synthesis. | | |
| |presentation and the | | | | |
| |reflection paper. | | | | |
|Use of Learning Tools |Use of helpful, |Use of helpful, |Demonstrative exercise is |Demonstrative exercise is |Demonstrative exercise is |
| |interesting, and |interesting, and creative |used and relates to the |used but is largely |not used. |
| |creative demonstrative |demonstrative exercise, |topic but adds little |irrelevant or does not | |
| |exercise, together with |with no additional |information and is of only|engage the interest of the| |
| |additional learning |learning tools. |moderate interest. |audience. | |
| |tools that enhance the | | | | |
| |quality and interest of | | | | |
| |the presentation. | | | | |
|Use of Technology |Demonstrates intentional|Demonstrates intentional |Demonstrates a good basic |Demonstrates minimal |Demonstrates little to no |
| |and creative use of |use of technology and |competence with |evidence of competence |ability with the use of |
| |technology in the |effectively uses it in the|technology, but is awkward|with technology; is clumsy|technology in the |
| |presentation. |presentation. |in the presentation. |in the presentation. |presentation. |
|Professional Style |Presentation is well |Presentation is well |Presentation is fairly |Presentation is not well |Presentation is largely |
| |organized and creative, |organized, ideas are |well organized, ideas are |organized and/or ideas are|disorganized or |
| |ideas are clearly |clearly articulated, and |articulated somewhat |not articulated clearly, |inarticulate and audience |
| |articulated, and |audience is engaged most |clearly, and audience is |audience is poorly |is not engaged. |
| |interest level of |of the time. |minimally engaged. |engaged. | |
| |audience is maintained. | | | | |
|Professional Source Citation |At least 10 references, |At least 10 references, |At least 10 references, |At least 8 references, |Less than 8 references or |
| |properly cited in APA |properly cited in APA |with at least 7 of them |with at least 6 of them |less than 6 current |
| |style, that are current |style, with at least 8 of |current and from respected|current and from respected|references from respected |
| |and from respected |them current and from |professional sources. |professional sources. |professional sources. |
| |professional sources, |respected professional |Non-professional and/or |Non-professional and/or |Non-professional or not |
| |with non-professional |sources; minimal use of |outdated sources are used |outdated sources are |fully relevant sources are|
| |sources merely |relevant non-professional |more than minimally. APA |frequently used. |used extensively. |
| |supportive; old sources |sources and/or outdated |citation style largely | | |
| |are classic. |material. |followed. | | |
Research Proposal Rubric
| | | | | | |
|Criteria |Exemplary |competent |Acceptable |Unacceptable |Not attempted |
| | | | | | |
|APA Format of References |Demonstrates evidence for |Demonstrates evidence for|Demonstrates evidence for|Demonstrates minimal |Demonstrates little or no|
| |mastery and full |mastery & understanding |good basic understanding |evidence for understanding |evidence of format |
| |understanding of ALL |of MOST format elements, |of format, with several |of format; a few correct |requirements; a few, if |
| |format elements, with |with a key element |key elements consistently|format elements are |any correct format |
| |minimal minor errors in |consistently incorrect or|incorrect and/or multiple|present, with numerous |elements are present, but|
| |detail elements. |several detail errors |detail errors present. |consistent errors. |most likely accidental. |
| | |present. | | | |
| | | | | | |
| |At least 95% of the |At least 85% of the |At least 75% of the |At least 65% of the sources|Most or no sources are |
|Professional |sources are current and |sources are current and |sources are current and |are current and |cited or at least 50% of |
|Source Citation |professional, |professional, with |professional. |professional. |the sources are |
| |nonprofessional sources |minimal use of relevant |Nonprofessional and/or |Nonprofessional and/or |nonprofessional and/or |
| |are merely supportive; old|outdated and/or |outdated sources are |outdated sources are |outdated and not |
| |sources are classic. |nonprofessional material.|occasionally not |frequently depended on and |appropriate for use. |
| | | |appropriate for use. |not appropriate for use. | |
| | | | | | |
|Written Expression |Demonstrates evidence for |Demonstrates evidence for|Demonstrates basic |Demonstrates minimal |Demonstrates little or no|
| |mastery and full |mastery and understanding|mastery and basic |evidence of syntax, |understanding of basic |
| |understanding of syntax, |of syntax, sentence |understanding of syntax, |sentence structure, |rules of syntax, sentence|
| |sentence structure, |structure, grammar, |sentence structure, |grammar, punctuation & |structure, grammar, |
| |grammar, punctuation & |punctuation & spelling |grammar, punctuation & |spelling rules. Numerous |punctuation & spelling. |
| |spelling rules. |rules. With only minimal |spelling rules. |errors consistently made. | |
| | |errors. |Occasional errors are | | |
| | | |evident and more subtle | | |
| | | |elements are consistently| | |
| | | |missed. | | |
| | | | | | |
| |Clear & accurate |Clear & accurate |The main idea(s) is(are) |The main idea(s) is(are) |The main idea(s) is(are) |
|Topic Clarity & Support |presentation of a research|presentation of most |clear. Discussion is |somewhat clear. Discussion |not clear. Discussion is |
| |proposal. Discussion is |aspects of the research |basic, with relevant |is somewhat superficial, |superficial. Little to no|
| |comprehensive and goes |proposal. Discussion is |source support for the |with minimal source support|source support provided. |
| |beyond the obvious or |of good quality, with |majority of the proposal.|that is often not relevant.| |
| |predictable showing |minimal source support | | | |
| |evidence of originality, |that is not relevant or | | | |
| |with relevant detailed |missing. | | | |
| |source support. | | | | |
| | | | | | |
| |The proposal is presented |Discussion of the |Discussion of the |The discussion is only |The information is |
|Organization & Thoughtfulness |in a logical order, is |proposal is placed in a |proposal is somewhat |loosely organized, with |presented as a seemingly |
| |clearly feasible, and |logical order, seems |organized with a few |many ideas not in a logical|random collection of |
| |effectively discusses the |feasible, but is |ideas not in a logical or|or expected order and is |statements, without a |
| |broadening or narrowing of|occasionally vague on how|expected order and is |often vague on how the |logical flow of ideas. |
| |the subject. |the subject might be |occasionally vague on how|subject might be broadened | |
| | |broadened or narrowed. |the subject might be |or narrowed. | |
| | | |broadened or narrowed. | | |
Senior Paper Rubric
| | | | | | |
|Criteria |Exemplary |competent |Acceptable |Unacceptable |Not attempted |
| | | | | | |
|APA Format |Demonstrates evidence for |Demonstrates evidence for |Demonstrates evidence for|Demonstrates minimal |Demonstrates little or no|
| |mastery and full |mastery & understanding of|good basic understanding |evidence for understanding|evidence of format |
| |understanding of ALL |MOST format elements, with|of format, with several |of format; a few correct |requirements; a few, if |
| |format elements, with |one key element |key elements consistently|format elements are |any correct format |
| |minimal minor errors in |consistently incorrect or |incorrect and/or multiple|present, with numerous |elements are present, but|
| |detail elements. |several detail errors |detail errors present. |consistent errors. |most likely accidental. |
| | |present. | | | |
| | | | | | |
| |At least 95% of the |At least 85% of the |At least 75% of the |At least 65% of the |Most or no sources are |
|Professional |sources are current and |sources are current and |sources are current and |sources are current and |cited or at least 50% of |
|Source Citation |professional, |professional, with minimal|professional. |professional. |the sources are |
| |nonprofessional sources |use of relevant outdated |Nonprofessional and/or |Nonprofessional and/or |nonprofessional and/or |
| |are merely supportive; old|and/or nonprofessional |outdated sources are |outdated sources are |outdated and not |
| |sources are classic. |material. Between 40 - 80 |occasionally not |frequently depended on and|appropriate for use. |
| |Between 40 - 80 sources |sources referenced. |appropriate for use. |not appropriate for use. | |
| |referenced. | |Meets the minimum | | |
| | | |requirement of 40 | | |
| | | |sources. | | |
| | | | | | |
|Written Expression |Demonstrates evidence for |Demonstrates evidence for |Demonstrates basic |Demonstrates minimal |Demonstrates little or no|
| |mastery and full |mastery and understanding |mastery and basic |evidence of syntax, |understanding of basic |
| |understanding of syntax, |of syntax, sentence |understanding of syntax, |sentence structure, |rules of syntax, sentence|
| |sentence structure, |structure, grammar, |sentence structure, |grammar, punctuation & |structure, grammar, |
| |grammar, punctuation & |punctuation & spelling |grammar, punctuation & |spelling rules. Numerous |punctuation & spelling. |
| |spelling rules. |rules. With only minimal |spelling rules. |errors consistently made. | |
| | |errors. |Occasional errors are | | |
| | | |evident and more subtle | | |
| | | |elements are consistently| | |
| | | |missed. | | |
| | | | | | |
| |Clear & accurate |Clear & accurate |The main idea(s) is(are) |The main idea(s) is(are) |The main idea(s) is(are) |
|Topic Clarity & Support |presentation of |presentation of most |clear. Discussion is |somewhat clear. Discussion|not clear. Discussion is |
| |psychological theory and |aspects of the theory and |basic, with relevant |is somewhat superficial, |superficial. Little to no|
| |its use. Discussion is |its use. Discussion is of|source support for the |with minimal source |source support provided. |
| |comprehensive and goes |good quality, with minimal|majority of the paper. |support that is often not | |
| |beyond the obvious or |source support that is not| |relevant. | |
| |predictable, with relevant|relevant or missing. | | | |
| |detailed source support. | | | | |
| | | | | | |
| |The entire paper is |Discussion of ideas is |The discussion has good, |The discussion is only |The information is |
|Organization & Thoughtfulness |presented in a logical |placed in a logical order,|basic chapter and |loosely organized, with |presented as a seemingly |
| |order, divided by chapters|divided effectively by |subtopic organization, |many ideas not in a |random collection of |
| |and subtopics, that |chapters and subtopics, |with a few ideas not in a|logical or expected order.|statements, without a |
| |effectively follow a train|but is occasionally vague.|logical or expected | |logical flow of ideas. |
| |of thought to conclusion | |order. | | |
| |and hold the reader’s | | | | |
| |understanding. | | | | |
SWK Written Assignment Rubric
| | | | | | |
|Criteria |Exemplary |competent |Acceptable |Unacceptable |Not attempted |
| | | | | | |
|APA Format |Demonstrates evidence for |Demonstrates evidence for |Demonstrates evidence for |Demonstrates minimal |Demonstrates little or no|
| |mastery and full |mastery & understanding of |good basic understanding |evidence for understanding|evidence of format |
| |understanding of ALL |MOST format elements, with |of format, with several |of format; a few correct |requirements; a few, if |
| |format elements, with |one key element consistently |key elements consistently |format elements are |any correct format |
| |minimal minor errors in |incorrect or several detail |incorrect and/or multiple |present, with numerous |elements are present, but|
| |detail elements. |errors present. |detail errors present. |consistent errors. |most likely accidental. |
| | | | | | |
| |At least 95% of the |At least 85% of the sources |At least 75% of the |At least 65% of the |Most or no sources are |
|Professional |sources are current and |are current and professional,|sources are current and |sources are current and |cited or at least 50% of |
|Source Citation |professional, |with minimal use of relevant |professional. |professional. |the sources are |
| |nonprofessional sources |outdated and/or |Nonprofessional and/or |Nonprofessional and/or |nonprofessional and/or |
| |are merely supportive; old|nonprofessional material. |outdated sources are |outdated sources are |outdated and not |
| |sources are classic. | |occasionally not |frequently depended on and|appropriate for use. |
| | | |appropriate for use. |not appropriate for use. | |
| | | | | | |
|Grammar & Spelling |Demonstrates evidence for |Demonstrates evidence for |Demonstrates basic mastery|Demonstrates minimal |Demonstrates little or no|
| |mastery and full |mastery and understanding of |and understanding of |evidence of grammar & |understanding of basic |
| |understanding of grammar &|grammar & spelling rules. 3-4|grammar & spelling rules, |spelling rules, with |rules of grammar & |
| |spelling rules. 1-2 |accidental errors made per |with several errors |numerous errors |spelling. |
| |accidental errors made per|page. |consistently made per |consistently made per | |
| |page. | |page. |page. | |
| | | | | | |
| |The main idea(s) is(are) |The main idea(s) is(are) |The main idea(s) is(are) |The main idea(s) is(are) |The main idea(s) is(are) |
|Topic Clarity & Support |clear. Discussion is |clear. Discussion is of good |clear. Discussion is |somewhat clear. Discussion|not clear. Discussion is |
| |comprehensive and goes |quality, with minimal source |basic, with relevant |is somewhat superficial, |superficial. Little to no|
| |beyond the obvious or |support that is not relevant |source support for the |with minimal source |source support provided. |
| |predictable, with relevant|or missing. |majority of the paper. |support that is often not | |
| |detailed source support. | | |relevant. | |
| | | | | | |
| |Discussion is presented in|Discussion of ideas is placed|The discussion has good, |The discussion is only |The information is |
|Organization |a logical order that |in a logical order, but is |basic organization, with a|loosely organized, with |presented as a seemingly |
| |effectively follows a |occasionally vague. |few ideas not in a logical|many ideas not in a |random collection of |
| |train of thought to | |or expected order. |logical or expected order.|statements, without a |
| |conclusion and holds the | | | |logical flow of ideas. |
| |reader’s understanding. | | | | |
| | | | | | |
| |The conclusion is strong |The conclusion is strong and |The conclusion is strong |The conclusion is |There is no clear |
|Conclusions |and provides a clear |provides a clear summary of |and provides a clear |recognizable, but does not|conclusion, the paper |
| |summary of ideas. When |ideas. When required, |summary of ideas. When |provide a clear summary of|just ends. |
| |required, recommendations |recommendations are |required, recommendations |ideas. When required, no | |
| |are detailed and supported|presented, but not always |are presented, but vague. |recommendations are made. | |
| |by the paper’s content. |relevant to content of paper.| | | |
SWK Presentation Rubric
| | | | | | |
|Criteria |Exemplary |competent |Acceptable |Unacceptable |Not attempted |
| | | | | | |
|Professional |Demonstrates intentional |Demonstrates good basic |Demonstrates evidence for |Demonstrates minimal |Demonstrates little or |
|Demeanor |use of assertive behaviors |competency with assertive |identification & |evidence of |no evidence of |
| |and professionalism. Rarely|behaviors & professionalism. |classification of |professionalism & |professionalism & |
| |makes a passive or |May occasionally present a |assertive behaviors & |assertiveness. Is still |assertiveness. Is |
| |aggressive statement or |passive or aggressive |professionalism. |frequently passive or |primarily passive or |
| |nonverbal behavior. |statement or nonverbal |Occasionally slips into a |aggressive with verbal & |aggressive with verbal &|
| | |behavior. |passive or aggressive |nonverbal communication. |nonverbal communication.|
| | | |style. | | |
| | | | | | |
| |At least 95% of the sources|At least 85% of the sources |At least 75% of the |At least 65% of the |Most or no sources are |
|Professional |are current and |are current and professional,|sources are current and |sources are current and |cited or at least 50% of|
|Source Citation |professional, |with minimal use of relevant |professional. |professional. |the sources are |
| |non-professional sources |non-professional and/or |Non-professional and/or |Non-professional and/or |nonprofessional in |
| |are merely supportive; old |outdated material. |outdated sources are |outdated sources are |nature, not fully |
| |sources are classic. | |occasionally not relevant |frequently not relevant to|relevant, and/or not |
| | | |to the topic. |the topic. |current. |
| | | | | | |
| |Demonstrates intentional & |Demonstrates intentional use |Demonstrates a good basic |Demonstrates minimal |Demonstrates little to |
|Use of Technology |creative use of technology |of technology and effectively|competence with |evidence of competence |no ability with the use |
| |in the presentation. |uses it in the presentation. |technology, but is awkward|with technology; is clumsy|of technology in the |
| | | |in the presentation. |in the presentation. |presentation. |
| | | | | | |
| |The main idea(s) is(are) |The main idea(s) is(are) |The main idea(s) is(are) |The main idea(s) is(are) |The main idea(s) is(are)|
|Topic Clarity & Support |clear. Discussion is |clear. Discussion is of good |clear. Discussion is |somewhat clear. Discussion|not clear. Discussion is|
| |comprehensive and goes |quality, with minimal source |basic, with relevant |is somewhat superficial, |superficial. Little to |
| |beyond the obvious or |support that is not relevant |source support for the |with minimal source |no source support |
| |predictable, with relevant |or missing. |majority of the paper. |support that is often not |provided. |
| |detailed source support. | | |relevant. | |
| | | | | | |
| |Discussion is presented in |Discussion of ideas is placed|The discussion has good, |The discussion is only |The information is |
|Organization |a logical order that |in a logical order, but is |basic organization, with a|loosely organized, with |presented as a seemingly|
| |effectively follows a train|occasionally vague. |few ideas not in a logical|many ideas not in a |random collection of |
| |of thought to conclusion | |or expected order. |logical or expected order.|statements, without a |
| |and holds the listener’s | | | |logical flow of ideas. |
| |understanding. | | | | |
| | | | | | |
| |The conclusion is strong |The conclusion is strong and |The conclusion is strong |The conclusion is |There is no clear |
|Conclusions |and provides a clear |provides a clear summary of |and provides a clear |recognizable, but does not|conclusion, the |
| |summary of ideas. When |ideas. When required, |summary of ideas. When |provide a clear summary of|presentation just ends. |
| |required, recommendations |recommendations are |required, recommendations |ideas. When required, no | |
| |are detailed and supported |presented, but not always |are presented, but vague. |recommendations are made. | |
| |by the presentation’s |relevant to content of the | | | |
| |content. |presentation. | | | |
Frequently Asked Questions
Here are some frequently asked questions about ePortfolio and related services.
What is an ePortfolio?
An ePortfolio (electronic portfolio) is a student’s personal website dedicated to presenting a selection of the student’s course work and faculty assessment of that work. It is a secure Internet site. The University collects data from all student ePortfolios to be used in preparing accreditation reports and in evaluating the effectiveness of the University’s programs and curriculum.
What is an artifact?
An “artifact” is another name for an assignment that you upload to your ePortfolio. These assignments are required for everyone taking a particular course. Students with ePortfolio accounts turn in the assignment in class and through their ePortfolio.
What is a rubric?
A rubric is a chart used to help a professor assess artifacts fairly and consistently. The left-hand column lists the different criteria being graded. For each criterion, the rubric presents a horizontal breakdown of what qualifies as Exemplary, Competent, Acceptable, Unacceptable, and Not Attempted work. See the sample below.
|Criteria |Exemplary |Competent |Acceptable |Unacceptable |Not Attempted |
|Logical organization of|Organizes all ideas in |Organizes most ideas in |Organizes some ideas |Organizes ideas illogically |Does not organize ideas |
|ideas for thesis |logical sequence for |logical sequence for |in logical sequence |for thesis development |for thesis development |
|development |clear thesis |clear thesis development|for clear thesis | | |
| |development | |development | | |
|Creativity of |Presents the material |Presents the material |Presents the material|Presents the material with |Does not present the |
|expression |effectively and |effectively and |creatively |little creativity |material creatively |
| |creatively with |creatively | | | |
| |originality | | | | |
Rubrics help students to know what is expected of them, and rubrics help professors evaluate students’ work based on clearly defined criteria.
What is Chalk & Wire?
Chalk & Wire is a Canadian educational research-based company that specializes in Internet technology, high-performance networking, and user interface components. ORU has been a research and development partner with Chalk & Wire since February 2003 and is currently utilizing two Internet-based programs (ePortfolioTM and RubricMarkerTM) as support for the University’s electronic portfolio system.
What is assessment?
Assessment is not a grade. Rather, it is your professor’s evaluation of the quality of your work when compared with a consistent standard. For instance, if you are submitting an artifact under the Intellectual Creativity proficiency, your professor is assessing how well your work demonstrates your attainment of the criteria chosen by the ORU faculty to be a significant component of Intellectual Creativity.
Why is it possible to receive an ePortfolio assessment that is either higher or lower than my grade for the assignment?
When a professor grades an assignment, he or she takes into account such factors as appropriate format, proper grammar and usage, and acceptable logic, essentially asking the question, “How good is this paper?” When a professor assesses an assignment for ePortfolio, he or she is focusing on the specific criteria on the rubric. In this situation, the professor asks the question, “How well does this paper demonstrate that the student has attained the qualities outlined for this particular outcome or proficiency?” Therefore, a student may write an A paper (a paper that demonstrates technical proficiency and scholarly research) that does not fulfill all of the criteria on the rubric—thus receiving a poor assessment. Or a student may write a C paper (a paper demonstrating technical problems) that completely covers the rubric criteria—thus receiving a high assessment. Therefore, it is very important for students to compose/create their artifact assignments knowing both the criteria for ePortfolio assessment and the criteria for grading. Also, rubrics do not usually include late penalties, etc.
Why do I need to complete a demographic survey when I set up my ePortfolio?
ORU does not discriminate on the grounds of race, color, sex, age, national origin, disability, or veteran status. However, the demographic information that you provide is very useful to us as we analyze our student data. These surveys help us understand our student body so that we can better understand and meet the needs of our incoming students. We also use them to collect data for reporting purposes.
How do I know what artifact is required for each course?
Consult the “General Education ePortfolio Artifact Checklist” on pp. 39-42 of the General Education Handbook for a comprehensive list of all artifacts for general education courses. Also, consult this Behavioral Sciences Department’s ePortfolio Handbook on pp. 10-13 for a comprehensive list of artifacts for your Psychology or Social Work Major.
What ePortfolio requirements do I need to complete if I am a transfer student?
You will need to fulfill all applicable ePortfolio requirements for classes taken at ORU. There may be gaps in your ePortfolio from the classes you took elsewhere.
Do I have to complete ePortfolio artifacts if I’m taking summer school or correspondence courses?
Yes. Regardless of the course format, artifacts are still required.
Can I get specific, personal feedback from my professor through ePortfolio?
Yes! When your professor assesses your artifact, you will automatically get a colored bar graph designating how you scored on the various areas listed on the rubric. In addition, your professor has the option to insert specific comments next to each criterion.
Does it matter what I name my artifact in my Artifact Library?
Currently, the ePortfolio default setting is to give your artifact the name of your document file with X’s between the words. (For instance, if your file is named “Honor Code Reflection Paper.doc,” it will be given the name of “(HonorXCodeXReflectionXPaper.doc)” in your Artifact Library unless you rename it. We suggest that you name each artifact clearly so that your professor will be able to distinguish it from other artifacts that are in the same ePortfolio sub-folder.
What will happen if I don’t upload my artifacts to my ePortfolio and send them to my professor for assessment?
Ultimately, your ePortfolio will be audited by your advisor before you can graduate. All required artifacts will need to be present and evaluated at that time. In the short term, however, there are also consequences for not doing your ePortfolio work—usually a grade penalty (often a zero for that assignment).
Is anyone ever going to look at my ePortfolio?
Many people will look at your ePortfolio over the course of your college career (and beyond). First, every time you submit an artifact to one of your professors, he or she will look at it before assessing it. Second, your advisor will perform an audit of your ePortfolio before you graduate. Third, since your ePortfolio is a bona fide website, you can send the link to friends, family, or future employers as well.
Can I use my ePortfolio after I graduate?
Yes! Students may opt to retain their ePortfolio by paying a yearly $15 renewal fee to Chalk & Wire. This is a wonderful opportunity for students to create personal portfolios to show potential employers. For more information, contact Dr. Cal Easterling at ceasterling@oru.edu.
Why can’t I upload documents saved in Microsoft Works or WordPerfect?
Artifacts must be uploaded in a format that professors can open and read. ORU’s computer network is equipped with Microsoft Office. Thus, documents saved in Works or WordPerfect often do not open or become jumbled when opened in Word. Appropriate file types are as follows: HTML, PDF, Word.
What should I do if my course requires a Pre/Post-Test score but I haven’t received one?
Unless otherwise instructed by your professor, you do not need to submit anything for Pre/Post-Test scores. Your professor or teacher’s assistant (TA) will upload and assess these scores automatically.
Will I receive an extension if Chalk & Wire is not working on the day that my artifact is due?
It is up to the discretion of the faculty whether students are given extensions for late artifacts. This year, ORU has upgraded to a new Chalk & Wire server that should have no problem handling the number of hits that the site receives, even at peak times. However, as server difficulties cannot always be forecasted, it is important to get your artifacts submitted early in order to avoid technical glitches.
Do I have to pay an ePortfolio fee every year?
You will pay an initial $70 fee to activate your Chalk & Wire account during your first year at ORU. You will pay a $20 renewal fee each additional year at ORU.
Should I be receiving emails from ePortfolio?
Yes! ORU ePortfolio administrators will occasionally send important emails to the email address that you have listed in your ePortfolio contact information. It is important that you read these emails. If you use an outside email provider, such as Hotmail or Yahoo, you may need to adjust your bulk mail settings to make sure that you receive these emails.
What should I do if I’m not receiving ePortfolio emails?
Log in to Chalk & Wire. Your contact information should be listed on the first page. Check your email address. If there is a typo in it, or if it is an out-dated email address, click on the link named “click here to change details.” Here you will be able to insert your correct contact information. If your contact information is correctly listed, double check your bulk mail settings to make sure your account will let you receive emails from ePortfolio@oru.edu. If you still cannot receive emails from ePortfolio, contact the ePortfolio Help Line (ePortfolio@oru.edu or 918-495-7356).
What are the steps for uploading an artifact and sending it for assessment?
There are three main steps in the process. First, the artifact must be uploaded to the Artifact Library. Second, the artifact must be placed in the correct location in the ePortfolio. Third, the artifact must be sent to the professor for assessment. For step-by-step instructions on this process, consult “Instructions for Students Using ePortfolio” on pp. 23-25 of the General Education Handbook.
Where can I go if I need to scan an artifact and don’t have a scanner?
• 2nd Floor (GC) Academic Computing Lab, 8:00 a.m. to 10:30 p.m. most days. There are 8 dedicated ePortfolio computers and scanners, and the staff are helpful.
• ALSC office (3rd Floor, LRC, next to the Java Stop)—Ask for Dr. Gweth Holzmann or Jana Swartwood.
• Ask a fellow student if you can use his or her scanner. Avoid saving scanned items as TIFF files.
How do I know where in my ePortfolio to place my artifact?
It is very important that you upload your artifact into the correct place in your ePortfolio. Each artifact is connected to a certain proficiency/capacity. Consult the “General Education ePortfolio Artifact Checklist” on pp. 39-42 of the General Education Handbook or the individual artifact description in this handbook. Be sure you know the correct proficiency for your artifact before you upload it. In your ePortfolio, your artifact should go in the section named for that proficiency. For instance, if you are uploading the Honor Code Reflection Paper (Freshman), you will choose the folder labeled “Spiritually Alive” and then place the artifact in the sub-folder labeled “Ethical Behavior.”
There are two steps to consider when submitting your artifact for assessment. First, you will come to a page that asks you to click in a box that matches the artifact’s designated proficiency. See the graphic on the next page.
[pic]
Second, you will need to select the rubric that goes with your artifact. Look at all the options carefully before selecting your rubric; if you choose the wrong rubric, your professor will not be able to assess your artifact. See below.
[pic]
What should I do if I have several artifacts from different classes that need to occupy the same space in my ePortfolio (for instance, Evangelistic Capability)?
Keep all artifacts in your ePortfolio. Do not delete an artifact unless you are fixing a problem and resubmitting the artifact. You will ultimately end up with several artifacts in a given space. For instance, in the Evangelistic Capability sub-folder, you will end up with two Old Testament artifacts and a Charismatic Life artifact—and potentially Missions or Music Ministries artifacts as well. All appropriate artifacts must remain in the ePortfolio for the duration of your time at ORU.
I want to send my ePortfolio to my professor for assessment, but the “Assess” button is missing. What do I do?
Your ePortfolio is like any other website. You can work on it and change it all you like, but until you “publish” it, your changes will not be visible online. If the “Assess” button has disappeared, it means that you have made changes to your ePortfolio that have not been published. Once you publish your ePortfolio and return to where you started, the “Assess” button should reappear.
What if I don’t know my professor’s name?
Minimize the Internet window that has your ePortfolio open. Open a new Internet browser. Go to oru.edu, click on “Academics,” then click on “VISION: Enrollment and Registration System.” Log in to VISION, click “Student Services and Financial Aid,” click “Registration,” click “Student Detail Schedule,” and choose the correct term. You should then see your entire schedule including your professor’s name. When you have obtained the necessary information, log out of VISION, maximize the Internet browser with your ePortfolio, and continue the artifact submission process. [If you are submitting your artifact to a TA, you should follow the instructions given to you in your discussion group. Most TAs share generic Chalk & Wire accounts (for example, “1 CharismaticLife” or “2 BibLit”).]
How can I find out my professor’s assessment of my artifact?
Once you have submitted your artifact for assessment, you can click on the “Check Assessment” button on the main ePortfolio page (the page where you went to edit and submit your artifact). There you will see a listing of all artifacts that you have submitted for assessment. Once a professor completes the assessment, you will see a colorful bar graph delineating your score. In addition, you can view comments, if the professor has chosen to post comments.
Can I remove an artifact from my ePortfolio once I have successfully submitted it for assessment?
You should not remove an artifact from your ePortfolio unless (a) you are replacing it with a corrected version of the same document, (b) you have uploaded it in the wrong place and are correcting the error, or (c) you are deleting multiple versions of the same artifact. Your artifacts should remain in your ePortfolio for the duration of your time at ORU. If you remove them, then faculty will not be able to view them, and this may cause problems when your ePortfolio is audited at the end of a semester and prior to graduation.
How do I create my major ePortfolio?
You can create multiple portfolios within your Chalk & Wire account. One of these is your general education ePortfolio; another one will be your major ePortfolio. Follow the instructions for “Setting up Your ePortfolio” on p. 22 of this handbook. Please note that the following items will be modified when you set up your major ePortfolio:
• For #8, after choosing “Profile,” make sure the boxes next to both “General Education” and the name of your major have been clicked.
• For #12, use the name of your major in the title of this portfolio so you will be able to easily find it later. (For instance, if you are an English major, you might name this portfolio “English Major ePortfolio.”)
• For #16, choose the Table of Contents corresponding to your major.
Do I need to upload artifacts for electives or classes taken for my minor?
No. You are only required to submit artifacts for your general education classes and for the designated classes in your major.
Is there a way to know that my artifact has been placed successfully in my ePortfolio before I send it for assessment?
After you click on the “Assess” button but before you submit an artifact for assessment, you will see a split screen. The top screen is your actual, live, online ePortfolio—exactly what your professor will see. You can click on the folders and sub-folders to see where your artifact is and whether it will open in a readable format. Once you are sure that everything has been done correctly, follow the steps in the bottom half of the screen and submit your artifact.
What should I do when I think I uploaded my artifact correctly but I received communication from ORU that something with my ePortfolio was incomplete?
Follow the directions given in the letter/email/voice message that you received. If you are instructed to contact a specific individual, please do it as soon as you get the message. You are also welcome to contact the individuals monitoring the ePortfolio Help Line at 495-7356 (x7356 on campus) or ePortfolio@oru.edu and ask them to check your status in the Chalk & Wire system. Sometimes there is a problem with your actual ePortfolio account, and in these cases we need to fix it to avoid future problems. Other times, you may have inadvertently missed a step in the process. Often these things can be cleared up quickly and easily.
Where can I go to get ePortfolio help?
• ePortfolio Help Line at x7356 (918-495-7356) or ePortfolio@oru.edu
• 2nd Floor (GC) Academic Computing Lab, 8:00 a.m. to 10:30 p.m. most days
• ALSC office (3rd Floor, LRC, next to the Java Stop)—Ask for Dr. Gweth Holzmann or Jana Swartwood.
• ePortfolio Subadministrator in your major department
• Website: ePortfolio.oru.edu (many helpful resources)
• Your APA or ADD
• ePortfolio Help Nights (dates and times vary)
Whom should I contact if I have lost or forgotten my user name/password?
If you have lost or forgotten your user name or password, you can contact the ePortfolio Help Line (ePortfolio@oru.edu or 918-495-7356), visit Steve Duclos in the GC 2nd Floor Academic Computing Lab, or visit the School of LifeLong Education/Adult Learning Service Center on the 3rd floor of the LRC next to the Java Stop.
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